Texas Administrative Code (TAC), Title 19, §74.4
In December 2007, the English Language Proficiency Standards (ELPS) were adopted by the State Board of Education as a required second language acquisition curriculum. The ELPS can be found in the Texas Administrative Code (TAC), Title 19, §74.4. The ELPS focus on ELLs' development of academic English through ongoing content-based instruction.
TAC §74.4 requires that the ELPS be published and implemented along with the Texas Essential Knowledge and Skills (TEKS) of each foundation and enrichment subject. The ELPS do not vary by content area and, with few exceptions, are similar from grade to grade. It is the responsibility of every classroom teacher to be familiar with and supportive of the implementation of the ELPS framework.
The ELPS Framework focuses on three instructional components. Educators’ familiarity with these instructional components is essential in students’ learning of the English language and content material. For further information please visit the ELPS Support Center.
The three instructional components are shown below.
- Cross-Curricular Second Language Acquisition Essential Knowledge and Skills
- Proficiency Level Descriptors (PLDs)
- Linguistic Accommodations
The student expectations of the Cross-Curricular Second Language Acquisition Essential Knowledge and Skills are divided into the following five sections:
- Learning strategies
Students use learning strategies that are transferable language learning processes. Students must have language development activities in listening, speaking, reading, and writing.
Daily academic instruction and academic tasks should integrate learning strategies, listening, speaking, reading, and writing.
Proficiency Level Descriptors (PLDs)
It is important to note there are separate PLDs for listening, speaking, reading, and writing. The ELPS PLDs define the following four levels of second language proficiency:
- Advanced high
The PLDs describe students’ abilities to understand and use the English language as they receive academic instruction and participate in collaborative learning interactions. Using the PLDs consistently allows educators to adjust linguistically-accommodated instruction appropriately.
It is important to note there are separate PLDs for listening, speaking, reading, and writing.
Linguistic accommodations are English language supports that make content area instruction accessible to ELLs. Different forms of linguistic support may be necessary and can be provided. Some possible supports may include visuals or adapted text.
Linguistically-accommodated instruction is
- sequenced, and
Students’ current levels of language proficiency will determine the level and degree of linguistically-accommodated instruction.
The ELPS’s three instructional components allow educators to plan daily instructional interactions and academic tasks to meet students’ linguistic and academic needs.
|Cross-Curricular Second Language Acquisition
Essential Knowledge and Skills
|Proficiency Level Descriptors (PLDs)||Linguistic Accommodations|
Which language skills do students need to learn?
What are the students' current levels of proficiency?
How much linguistic support do students currently require?
Using the three components consistently throughout the year provides educators with the ability to plan instruction appropriately by
- staying attuned to students’ current levels of language proficiency, and
- monitoring students’ progress in order to linguistically accommodate accordingly.